This qualitative study sought to explore reasons why social studies teachers chose to teach controversial issues and counternarratives in their classroom in an era where doing so is dangerous for teachers and their job security, and how they go about doing so in their classrooms. The theoretical framework of this study encompassed the notion that the five selected teachers embodied and practiced elements of Foucauldian parrhesia, which is teaching the truth despite the risk of doing so, despite not having explicit knowledge of this particular philosophy, and utilized counternarratives and controversial issues as a means of challenging dominant social norms to bring about a more just and equitable society. The existing literature suggests that their pre-service teacher education provided little influence on their decisions, despite the positive historical, personal, and democratic outcomes from teaching a curriculum exploring controversial issues and counternarratives. Five teachers were recommended for this study due to their reputations for teaching controversial issues and counternarratives in their social studies classrooms. After interviewing and observing these teachers, a number of interesting findings came to light, including a list of best practices for how to teach controversial issues in the classroom, reasons why the teachers taught controversial issues in the classroom, structures of support and barriers for teaching a critical social studies curriculum, and differences between those who believed they taught controversial issues in their classroom but did not, and those who actually did. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]